Whilst educational goals in recent years for mathematics education are foregrounded the development of mathematical competencies, little is known about mathematics teachers' competencies. In this study, a group of practising teachers were asked to solve an algebra problem, and their solutions were analysed to determine the competencies apparent…

Preparing teachers to teach mathematics is at the intersection of the three areas where cultural and racial knowledge intersects with content and pedagogical content knowledge. Consequently, preparing teachers to teach mathematics must consider all peoples' practices. This highlights two Black girls marginalized by their teacher, which provides…

This study investigated in-service teachers' conceptualization of the pure imaginary number, within the Cartesian form, "a" + "ib" where "a" and "b" are real numbers and "i" is the imaginary unit. As part of a larger design-based research study, in which a professional development (PD) program was…

Concern regarding the prevalence of out-of-field teaching continues to grow, as does the body of literature calling for a better understanding of the nuanced complexities associated with out-of-field teaching. In this paper, we extend our previous analysis of data from a survey of the profession teaching Years 7-10 mathematics in South Australia.…

The digital transformation challenges teachers to constantly keep up to date with new technologies, often leading to a lack of time for further training and uncertainty in using these technologies. To address these challenges, this conceptual paper introduces the Teacher Copilot, a training and assistant system based on Large Language Models (LLM)…

This paper reports on the development of six student teachers' knowledge of instructional strategies (KOIS) for teaching proportions during a 2-month practicum in China. Development of four subcomponents was explored through Content Representation (CoRe) questionnaires and follow-up interviews. Data was analysed deductively and levels of each…

There has been a lot of media attention about 'out-of-field' teaching, but much of it does not capture the complexities of the term or account for the range of knowledge, experience, and attitudes relevant for teaching mathematics in the middle years. In this paper we report on a survey conducted to better understand the diversity of the…

This study reports on a professional learning (PL) initiative aimed at establishing a community of practice, through teacher working groups in which teachers can explore and develop their algebraic pedagogical content knowledge (PCK). Here we report on teachers' solutions to three differently represented algebraic problems and explore what the…

For pre-service teachers to develop learners' number sense, they need have a broad repertoire of non-standard calculation strategies. In this paper, we present an analysis of selected research literature from 2000 to 2022 on pre-service teachers' mental mathematics published in peer-reviewed journals. The results of this brief review indicate that…

Informed by teaching statistics across curriculum areas strategies, this study investigated the skills of 36 pre-service teachers (PSTs) who designed numeracy activities that focused on the statistics strand of the Australian curriculum. The data were analysed using descriptive statistics. The results showed that the PSTs designed numeracy…

This paper presents Big Ideas of Measurement as a framework of students' thinking about measurement. Drawing from research-based evidence, the framework is a collection of key concepts that students must develop for a robust understanding of measurement and, as such, are key aspects of students' thinking teachers should learn to notice. In a case…

We conducted a multimedia survey experiment with a nationally representative sample (n = 405) of secondary geometry teachers. Participants were shown storyboard depictions of instructional episodes and asked to rate the appropriateness of the (hypothetical) teacher's actions using a Likert-like response format. We analyzed participants responses…

Response Process Validity (RPV) reflects the degree to which items are interpreted as intended by item developers. In this study, teacher responses to constructed response (CR) items to assess pedagogical content knowledge (PCK) of middle school mathematics teachers were evaluated to determine what types of teacher responses signaled weak RPV. We…

Teacher learning in asynchronous online professional development (PD) is often assessed through self-reported instruments, despite uncertainties regarding teachers' ability to accurately self-assess their learning gains in such settings. This study compared middle school mathematics teachers' self-perceived and observed learning gains in content…

Learning needs to be well planned so that it can take place in accordance with the objectives to be achieved. This planning can be poured into the learning implementation plan (RPP) prepared by the teacher. Therefore, this study aims to describe the competence of prospective chemistry teacher students to prepare lesson plans using a scientific…